There is currently a clarion call to address social injustice in South African higher education (HE) in order to achieve greater equity in access. Within this context, current social injustices pertain to financial exclusion as well as epistemic marginalisation and are embodied in the predominance of expensive textbooks which are authored in the Global North, meaning that they are unaffordable for many students and do not represent local realities. This paper provides evidence from the Digital Open Textbooks for Development (DOT4D) project at the University of Cape Town (UCT), on the potential of open textbooks to address social injustice in South African HE and the practices utilised by UCT staff to address these challenges. The paper uses Nancy Fraser’s (2005) trivalent lens to examine inequality, specifically as relates to the following dimensions: economic (maldistribution of resources); cultural (misrecognition of culture and identities); and political (misrepresentation or exclusion of voice). This enables the authors to critically analyse the UCT context and the extent to which open textbook production as well as open education practices within the classroom promote social justice through “parity of participation”. The findings presented demonstrate that open textbooks have the potential to disrupt histories of exclusion in South African HE institutions by addressing issues of cost and marginalisation through the creation of affordable, contextually-relevant learning resources. In addition to this, they provide affordances which enable lecturers to change the way they teach, include student voices and create innovative pedagogical strategies.

中文翻译：

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开放的教科书和社会正义：开普敦大学解决经济，文化和政治不公的开放教育实践

当前正在呼吁解决南非高等教育（HE）中的社会不公正问题，以便在获取机会方面实现更大的公平。在这种情况下，当前的社会不公与金融排斥以及认知边缘化有关，体现在全球北部出版的昂贵教科书中，这意味着许多学生买不起这些书，也不代表当地现实。本文提供了开普敦大学（UCT）的数字化开放式发展教科书（DOT4D）项目的证据，证明了开放式教科书在解决南非高等教育中的社会不公正方面的潜力以及UCT工作人员应对这些挑战的实践。该论文使用南希·弗雷泽（2005）的三价透镜来检验不平等，特别是涉及以下方面：经济（资源分配不均）；文化（对文化和身份的误认）；和政治性的（虚假陈述或排除声音）。这使作者能够批判地分析UCT的背景以及教室中开放式教科书的制作以及开放式教育实践通过“参与均等”促进社会正义的程度。提出的研究结果表明，开放式教科书有可能通过创建可负担的，与情境相关的学习资源来解决成本和边缘化问题，从而破坏南非高等教育机构的排斥历史。除此之外，他们还提供津贴，使讲师可以改变他们的教学方式，